Mathematics and Transition to School (eBook)

International Perspectives

Ann Gervasoni, Amy MacDonald, Bob Perry (Herausgeber)

eBook Download: PDF

2015 | 2015
XIV, 330 Seiten
Springer Singapore (Verlag)
978-981-287-215-9 (ISBN)

Infos

This edited book brings together for the first time an international collection of work focused on  two important aspects of any young child's life - learning mathematics and starting primary or elementary school. The chapters take a variety of perspectives, and integrate these two components in sometimes explicit and sometimes more subtle ways.

The key issues and themes explored in this book are:

• the mathematical and other strengths that all participants in the transition to school bring to this period of a child's life;
• the opportunities provided by transition to school for young children's mathematics learning;
• the importance of partnerships among adults, and among adults and children, for effective school transitions and mathematics learning and teaching;
• the critical impact of expectations on their mathematics learning as children start school;
• the importance of providing children with meaningful, challenging and relevant mathematical experiences throughout transition to school;
• the entitlement of children and educators to experience assessment and instructional pedagogies that match the strengths of the learners and the teachers;
• the importance for the aspirations of children, families, communities, educators and educational organisations to be recognised as legitimate and key determinants of actions, experiences and successes in both transition to school and mathematics learning; and
• the belief that young children are powerful mathematics learners who can demonstrate this power as they start school.

In each chapter, authors reflect on their work in the area of mathematics and transition to school, place that work within the overall context of research in these fields, predict the trajectory of this work in the future, and consider the implications of the work both theoretically and practically.

Bob Perry is Professor of Mathematics Education in the School of Education and the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Albury, Australia. Bob's research interests include powerful mathematics ideas in preschool and the first years of school; ethical tensions in researching with children; curriculum continuity as children start school; and starting school within families with complex support needs. Bob has published extensively in journals and books with his latest edited publication entitled Transitions to School: International Research, Policy and Practice released by Springer in 2013.

Amy MacDonald is a Lecturer in Early Childhood Studies in the School of Education and the Research Institute for Professional Practice, Learning and Education at Charles Sturt University, Albury, Australia. Amy's research explores the mathematics experiences and education of infants, toddlers, preschoolers, and children in the early years of primary school; transitions in children's mathematics education; and the contexts in which children develop mathematical understandings. Amy has received a number of awards for her work in these areas, including the Mathematics Education Research Group of Australasia Early Career Award in 2011.

Ann Gervasoni is Senior Lecturer in Mathematics Education at Australian Catholic University, Ballarat, Australia. Ann has worked in teacher education, teacher professional learning and primary education for 32 years. Ann was a member of the research team for the Early Numeracy Research Project (1999-2001) in Victoria, Australia and research director of the Bridging the Numeracy Gap in Low SES and Aboriginal Communities project in Western Australia and Victoria (2009-2011). Ann's research focuses on mathematics education in early childhood and primary education, mathematics learning difficulties, and community approaches for supporting the learning of those most vulnerable in our community.

Inhalt

1 Mathematics and Transition to School: Theoretical  Frameworks and Practical ImplicationsBob Perry, Amy MacDonald, and Ann Gervasoni Part I The Mathematics Young Children Bring to the First Year of School2 Swimming Upstream in a Torrent of AssessmentAnita M. Wager, M. Elizabeth Graue, and Kelly Harrigan 3 Assessing Young Children’s Mathematical Understanding: Opportunities and Expectations at the Transition to SchoolBarbara Clarke4 Children’s Mathematical Knowledge Prior to Starting School and Implications for TransitionAnn Gervasoni and Bob Perry5 Transition to School: Prior to School Mathematical Skills and Knowledge of Low-Achieving Children at the End of Grade 1Andrea Peter-Koop and Sebastian Kollhoff6 Let’s Count: Early Childhood Educators and Families Working in Partnership to Support Young Children’s Transitions in Mathematics EducationAmy MacDonald7 The Role of the Home Environment in Children’s Early Numeracy Development: A Canadian PerspectiveSheri-Lynn Skwarchuk and Jo-Anne LeFevre8 Mathematics Teachers Responding to Children’s Resources to Create Learning for AllJónína Vala Kristinsdóttir and Hafdís GuðjónsdóttirPart II    Continuity of Mathematics Curriculum and/or Pedagogy as Children Begin School9 The Relationship Between Policy and Practice in the Early Mathematics Curriculum for Reception-Class Children in EnglandCarol Aubrey and Dӧndϋ Durmaz10 Scaling Up Early Mathematics Interventions: Transitioning with Trajectories and Technologies Julie Sarama and Douglas H. Clements11 Partnerships that Support Children’s Mathematics During the Transition to School: Perceptions, Barriers and OpportunitiesWendy Goff and Sue Dockett12 The Culture of the Mathematics Classroom During the First School Years in Finland and SwedenKirsti Hemmi and Andreas Ryve13 A New Zealand Perspective: Mathematical Progressions from Early Childhood to School through a Child Centred Curriculum?Shiree Lee and Gregor Lomas14 The Impact of a Patterns and Early Algebra Program on Children’s Learning in Transition to School in Australian Indigenous CommunitiesMarina M. Papic, Joanne T. Mulligan, Kate Highfield, Judith McKay-Tempest, and Deborah Garrett15 Preschool Mathematics Learning and School Transition in Hong KongSharon Sui Ngan Ng and Jin SunPart III   Informal and Formal Mathematics and the Transition to School 16 Early Mathematics in Play Situations: Continuity of LearningHedwig Gasteiger17 Mathematical Conversations that Challenge Children’s ThinkingJill Cheeseman18 Transition to School: Supporting Children’s Engagement in Mathematical Thinking ProcessesLiz Dunphy19 Listening to Children’s Mathematics in SchoolElizabeth Carruthers 

Produkt-Details

• Erscheint lt. Verlag: 9.1.2015
• Reihe/Serie: Early Mathematics Learning and Development
• Zusatzinfo: XIV, 330 p. 22 illus., 7 illus. in color.
• Verlagsort: Singapore
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik
• Schlagworte: Contexts for mathematics learning • Diverse mathematics learners • Early childhood education • Early childhood learning • Early childhood mathematics curriculum • Early childhood pedagogy • Early childhood teacher professional development • Early Years Education • Informal mathematics • Learning and Instruction • Learning mathematics in prior to school settings • mathematical language • mathematics education • Mathematics education in early childhood • Mathematics education in the early years • Mathematics teacher education • Numeracy education • Pre-school mathematics education • transition to school • Young children’s dispositions to learning mathematics • Young children’s dispositions to learning mathematics
• ISBN-10: 981-287-215-9 / 9812872159
• ISBN-13: 978-981-287-215-9 / 9789812872159